As to taking enough core classes, she only needs to take 13 core courses, spread over first and second year. And she’ll have to take at least 38 classes to graduate, so that means 4 classes at least 2 times. When she’s taking 4 classes, that might be a better time to take 3 core classes, esp when one of them can be the art class. That would mean she could take an elective (or major class) every quarter of her first two years. She was willing to take HUM, SOSC, and science together, esp if she could get a good course and a really good teacher, but I do think it’s okay that she’s not taking SOSC this year (pros and cons of taking SOSC as a first year), esp if the third course is something she really wants to take, and maybe even if it’s an interesting, not too onerous class for first quarter (she is already committed to a large role in a very valuable extracurricular related to her probable major and probable career … and wants to make friends and needs to get enough sleep, so starting slowly seems like a pretty good idea to me).
Also, HydeSnark and others on this board have said that you don’t really have to take ALL of your core classes in the first two years, and most people say it’s okay to take a desired elective or major class along with your core classes, which I think is especially possible for her given that she only has to take 13 core courses, not 18. Although, because of the way priority for core classes work, I do agree that finishing all 13 in the first two years is a good general goal to shoot for.
But she could take 2 this quarter, and then for the last two quarters of this year, 3 and 2, or 2 and 3. Especially if she an get into one of the good arts classes, which she’ll enjoy. (Presumably easier to do when she’s in the regular pre-registration for the next 5 quarters.) If she did that, she’d still have only 6 core classes to take in 2nd year, 2 each quarter.
Not being in SOSC now does mean SOSC and CIV together, which maybe isn’t the best thing, but then again, people also say that SOSC and HUM together can be difficult, so who knows what’s best. Pros and cons.
She was actually a bit excited about a few of the SOSC classes and professors, but she didn’t get any of those 9 sections (and none of them conflicted with her science class either, which is what makes me wonder if they really did what they said they were going to do and put in the core classes first!).
I just looked at SOSC and CIV classes that are remaining. There’s almost nothing that isn’t full. The very few that have an open space are either non-classic (non-quality according to many on this board) courses, or conflict with her HUM or science class, which she definitely doesn’t want to change. And in some cases meet at 8 too, which isn’t good for a kid like her. And are with unknown teachers.
I suppose maybe she could go to the advisor meeting with (in addition the the Most Desired Course and several More Desirable Courses, some of which aren’t full right now) a few of the full SOSC sections she was interested in on a list, in case the advisor prefers to move her to SOSC and has the ability to put her in a full section.
She’d rather stay in the non-core class than switch into a bad SOSC class (= non-classic SOSC class, unknown teacher, bad teacher, bad time).
(One more thing: can’t give more detail here, but if she doesn’t get into her Most Desired Course this quarter, she’s a little afraid that she won’t have the bravery to do it later, so in addition to being excited about taking the class, that’s part of the reason she wants to go ahead and do it now.)
Certainly it’s good to double-check about the math. We’re as sure as we can be about her being done with core math. She’s been told this in email by two different on-call summer advisors. Remember that LAST year, a 5 on the AP Calculus BC exam alone would have met the core math requirement; there was no requirement that you take Calc 3 to get credit for Calc 1 and 2 and get your core math credit last year. She had the 5 on BC Calc test (which she only took in order to get the credit from Chicago, before they made their unreasonably late change to their policy). But then they changed the policy, and told her at the very last second that she was required to take the summer accreditation exam to get the credit and get out of core math altogether. The web site says that for the core, you have to have credit for 2 math classes, and that if it’s calculus you want credit for, it has to be credit for 2 calculus courses, not a sigle calculus course and something else, which is why her credit for Calc 1 from the AP exam was useless to her. The word “accreditation” means credit for the classes, and two different on-call summer advisors told her that her placement into Calc 153 gave her not just placement, but actual transcript credit for 151 and 152, and that that credit met the core requirement. (She also has credit for Stat 220 via AP exam, so she actually will have transcript credit for THREE math classes. Plus two electives via other AP credit. So needs to take 38+ courses to graduate.)
Now we’ve had UChicago people tell her unambiguously false things before, on more than one occasion. And it would really really suck if she didn’t go ahead and take Calc 2 now, while she remembers a bit of her calculus. But I’m not sure what else can be done. Who else would she ask? Math department has given credit. It seems like it’s really up to to the college itself whether that credit is used for the core, and two advisors say yes. (And if the school overrules the two on-call summer advisors and she doesn’t get core credit, then she not only wasted money and effort studying for and taking the Calc BC exam; we also wasted hundreds of dollars paying for, and ruined a rare family vacation arranging for, the proctor for the accreditation exam, to no effect. I think we’d have to take Chicago out of our wills if that happened. 
)
She has no interest in taking math ever again. She knew she’s have to take 2 quarters of biological science, but had hoped she could get out of the physical science core classes too, but they changed the policy on that this year, so oh well, she’s resigned to 4 quarters of non-major science. Having to take math would not be a plus for her, and it wouldn’t mean that she could take fewer core courses in the future; it would just prevent her from taking a mildly interesting elective course this quarter, at worse, or Most Desired Course, at best. As a probable arts major, she’s happy - after 3 years of AP math, 3 AP math exams, 2 years of AP physics, and the Chicago accreditation exam, to skip the math and be able to take what she views as the core of the core, which is HUM, SOSC, CIV, as well as arts, English, philosophy, history, anthropology, education classes.
Even if her advisor doesn’t change her schedule this week, presumably she can still get into her Most Desired Class (or another desirable class) in add/drop next week, esp since the teacher has already agreed to pink slip her. We were just hoping that she could get it taken care of now (me, because I worry something will go wrong - she will lose the pink slip or something; her, because she doesn’t really want to attend 5 hours of classes straight on one day, lol). It will probably work out, but there’s no guarantee, so I think she should just go and try to get in changed this week. We don’t know of anyone who has been successful OR unsuccessful in doing just that. If the advisor is physically able to make the change, I think it’s more than 50/50 that he will do so, because why not.
Anyway thanks for keeping me company in my “overthinking” @JBStillFlying . I told DD if she attended Chicago, she wouldn’t have to hear negative things about thinking and overthinking any more, but maybe I’ll just amend that to “there will be lots of others like you”